We began class by giving Mr. O'Brien some feedback. We then did a practice Section A and practice Section B of the final exam. We went over the exam revision guide and talked about the final including the importance of checking answers on the multiple choice Section C and revising the old unit test Supercorrections for the 4 identical questions on Section D. We spent the remainder of the class correcting the test from last class (answers here: [[file/view/U9T solutions.pdf|U9T solutions.pdf]]) and working on the notecard for the final.
HW:
Finish your notecard and go over the final exam revision guide here.
Bring your textbook to the exam, please!
Wednesday, June 9, 2010
Today was the test day. Students who finished early revised for the final.
We then corrected the homework quiz from last class and went over the quadratic formula homework. We spent the remainder of class doing the practice test.
HW #10:
Do the practice test (another copy available here: [[file/view/U9T1 practice a1.pdf|U9T1 practice a1.pdf]]), check the answers (available here: [[file/view/U9T practice a1 solutions.pdf|U9T practice a1 solutions.pdf]]), and get help correcting any that you can't correct yourself! The real test will look just like the practice test but with different numbers! There are no Supercorrections of this test.
Organize your unit homework (be sure each has the homework number, date, your name, and the assignment). Each assignment must be checked and errors corrected (re-do the problem, don't just copy down the right answer!). Staple in the lower right hand side.
Thursday, June 3, 2010
We began class by factoring the quadratic trinomial x² – 2x – 3, solving the quadratic equation x² – 2x = 3, and finding the vertex, axis of symmetry and zeros of the quadratic function y = x² – 2x – 3. We discussed the connections between the problems and then wondered what would happen if the number 3 were 4. We learned about the all powerful Quadratic Formula and how it can be used to solve *any* quadratic equation. We went over homework. We ended class with practice time and the homework quiz.
HW #9:
p. 509/6, 7, 9, 23-29 odd, 41, 53
If you need a different explanation of solving quadratic equations with the all powerful Quadratic Formula, check out this one from Purplemath (first page only)
If you'd like some extra credit, find a good Quadratic Formula video out there on the internet, and email the link to Mr. O'Brien.
Tuesday, June 1, 2010
We began class by correcting the homework quiz from last class. We then went over homework. This led to a discussion of quadratic functions- graph (on Geogebra), vertex, axis of symmetry, and zeros.
HW #8:
Do 5 more factoring problems from this website (level 2) . Be sure to write down your five problems to be submitted on test day.
p. 484/[21, 23, 27 using Geogebra], [33-39 odd and sketch the graph of each using Geogebra]. Be sure to use graph paper and ruler for your graphs!
Revise for the homework quiz next class (HW #1 to HW #7).
Thursday, May 27, 2010
We began class by doing factoring problems from this website (level 2) . We discussed how if you get stuck, listing factor pairs is the key. We then went over the homework and learned how to use factoring to answer a question like "what number when squared and added to twice itself is 8?" (hint: there are two answers!). We discussed the powerful Zero Product Property and how it is used along with factoring to solve a quadratic equation like x² – 12 = x. We practiced with p. 468/7, 9, 12 and ended with the homework quiz.
HW #7:
Do 5 more factoring problems from this website (level 2) . Be sure to write down your five problems to be submitted on test day.
p. 455/19, 21
p. 468/21-25 odd, 29-33 odd
If you need a different explanation of solving quadratic equations with factoring, check out this one from Purplemath (first page only)
Tuesday, May 25, 2010
We began class with these ([[file/view/U9 GCF practice.pdf|U9 GCF practice.pdf]]) 24 common factors practice questions (answers here: [[file/view/U9 GCF solutions.pdf|U9 GCF solutions.pdf]]). We then went over the homework quiz and talked about the second chance next class. We then learned how to factor a trinomial into two binomials. We looked at x² + 5x + 6 using the rectangle applet. We then used this applet to look at another problem. We generalized how to factor trinomials of the form x² + bx + c by listing factor pairs. We did a number of practice problems with Level 1 and 2 trinomials. We ended class by going over homework questions.
HW #6:
p. 462/5-9, 15-23 odd, 27, 29, 35
If you need a different explanation of factoring, check out this one from Purplemath. You may also find it helpful to practice a bit more with the applets from class.
Revise for the homework quiz next class (HW #1 to HW #5). Be sure that you have gone over and corrected your first homework quiz (solutions available here: [[file/view/U9Q1 a1 solutions.pdf|U9Q1 a1 solutions.pdf]])
Friday, May 21, 2010
We began class where we ended last class with this check of our understanding here. We discussed factoring by finding the GCF, and we practiced by doing p. 450/14-47 middle column (even answers here). We went over the homework and took the homework quiz.
HW #5:
Do (at least) three more problems from the distributive rule practice site on your homework page to keep practicing with FOIL. Be sure to check your answers before you navigate away from the site!
p. 450/15-48 last column of problems, 63, 65
Wednesday, May 19, 2010
We began class by doing ten FOIL practice problems here (do each problem in your notebook and check the answer for each one as you go). We went over homework questions, and then we took a look at our distributive rule in reverse by using this applet again with the problems 6x² + 2x, 4xy + 6x + 2x², 3x + 6y, and 3x² + 2y. This reversing the distributive rule process is called factoring. We revised how to find the greatest common factor (GCF) of two numbers by using this site. We took some notes on finding the GCF of two monomials and then learned how to apply our new knowledge to factoring polynomials. We ended our notes with a check of our understanding here.
HW #4:
Do (at least) three more problems from the distributive rule practice site on your homework page in preparation for Friday's quiz. Be sure to check your answers before you navigate away from the site!
p. 450/13-43 first column of problems, 61, 62, 64
Revise your old homework assignments in preparation for the quiz.
Monday, May 17, 2010
We began class with a polynomial revision. We first tested the 18 vocabulary words here. We then used the applet to model the polynomial multiplication problem (x + y)(2x + y +1). We discussed how to use the distribution rule and connected it to our visualization of polynomial multiplication. We used this to develop the FOIL method for multiplying two binomials and looked at special products. We ended class with the Supercorrection Follow-up test. Those who finished early practiced some more with the diamond applet and then began the homework.
HW #3:
p. 435/23, 25, 27, 41
p. 441/13-23 odd, 29, 50, 52
Wednesday, May 12, 2010
We started class by revising the polynomial vocabulary: revising the 18 definitions with flashcards, doing a matching scatter game, and finally testing. We then practiced with p. 430/32, 36, 44, 46. We then went over the Unit 8 test Supercorrections together and got psyched up for the follow-up test on Thursday. We went over homework questions and then explored polynomial multiplication using this applet. We talked about visualizing the multiplication with areas of rectangles. We finished with some more diamond applet competition.
HW #2:
p. 430/32, 36, 44, 46 (from the class warm-up)
Model the following five questions on the applet from class. In your notebook, sketch the rectangles and give the answers.
x(x + 1)
2(x + y)
x(x + y + 2)
(2x + 1)(x + 3)
(x + y)(2x + y)
Practice for the Supercorrections follow up test. A good way to do this is to work with a blank copy of the actual test (available here: [[file/view/U8T1 a1.pdf|U8T1 a1.pdf]]). Check your answers against your Supercorrections, or ask someone to go over your answers with you.
Monday, May 10, 2010
We began class by working on these corny exponent puzzles ([[file/view/U8 exponent more puzzles.pdf|U8 exponent more puzzles.pdf]]) as Mr. O'Brien collected Supercorrections. We then did a little multiplication practice to get us ready for the unit using the diamond applet. We began our new unit with this reading and took notes on the following vocabulary: polynomial, degree, standard form, monomial, binomial, and trinomial. We discussed the reading and brought in some new vocabulary: constant, linear, quadratic, cubic, quartic, quintic, coefficient, base, exponent, like terms, simplest form. We then did a few practice problems (p. 430/12-15) and began the homework.
HW #1:
p. 431/20, 23-29 odd, 47-52, 55, 58-61
=
Thursday, May 6, 2010=
We supercorrected today. We took a break at the end and worked on this multiplication applet in preparation for our factoring work next unit.
HW:
Finish Supercorrections. They are due Friday. Be sure to write out the exponent expansion for each problem (like you did for #12).
We first read this letter and then took the NWEAs. Those who finished early worked on Supercorrections.
HW:
Work on Supercorrections for one hour. They are due Monday; you will have some time in class on Thursday. Be sure to write out the exponent expansion for each problem (like you did for #12).
Friday, April 30, 2010
Today was our test day the first online test question is here and the second two are here. Those who finished early worked on solving this math card game puzzle. If you can explain how this trick is done (it's all math!), you will earn 10 IOUs. It might help to take screen shots of the three deals to figure out how the cards are being dealt.
HW:
Work for one hour on your Supercorrections. To do this, please make sure you pick up your test sometime between break and the end of the day on Friday. If you forget to pick up your test, save your responsibility points by emailing me and I'll send you a digital copy of your test.
Feel free to work on the math card game puzzle, too (link on the website)
Bring your laptop fully charged for NWEAs next class (you will work on Supercorrections if you finish early)
Wednesday, April 28, 2010
We began class by revising scientific notation and exponents:
Order numbers in scientific notation twice here- once with the bins and once without.
Re-do Dig 4 here. Aim for 100% and be sure to ask if you're unsure of a property!
We then discussed how to multiply/divide/add/subtract numbers in scientific notation by hand (using these problems) and on calculators. We went over the homework and discussed what the test will cover. We finished with a game of Jeopardy.
HW #6:
p. 418-419/Minimum of three from each of the sections of 1-40- that's a total of 15 problems. Be sure to check your answers. For the best practice, do them all!
Organize your homework to be submitted on test day.
For further exponent revision:
Here are some great problems with audio and visual explanations from the Algebasics website. Try doing them in your notebook and then check your solution by listening to the explanation.
We began class by finishing these two puzzles in our notebooks ([[file/view/U8 exponent practice.pdf|U8 exponent practice.pdf]]). We corrected the quiz and went over the homework, and then we revised scientific notation. We began with some scientific notation conversion practice. We then discussed the mechanics of scientific notation conversion using this neat applet. We practiced some more with a five question quiz here. We ended class by putting scientific notation numbers in order using this applet.
HW #5:
Visit each of the last 3 links above and work with each applet again to practice your scientific notation skills.
We began class with the homework quiz. Upon finishing the quiz, we practiced more with exponents by working on these two puzzles in our notebooks ([[file/view/U8 exponent practice.pdf|U8 exponent practice.pdf]]). We went over the homework, revised the zero power and negative power, and did more exponent practice with p. 760/1-12 and 13-39 odd.
Click the button that says "Bigger" in the upper right hand corner
Choose Dig 1.
When you finish Dig 1, close your laptop.
After the warm up, we went over the 7 Exponent Laws from last class. We discussed the expanded form of both positive and negative exponents and how canceling works. We also discussed negative bases and what a negative power to a negative power means. We went over the homework and then continued to work on the Digs 1-4 from the warm up applet.
HW #3:
p. 381/33-37 odd, 43, 46, 49
p. 387/17, 21, 29, 31, 46, 47, 51, 60
Be sure to check your answers in the back!!!
Go over HW #1 and #2 to prepare for the quiz next class- give yourself a practice quiz to prepare.
Friday, April 9, 2010
We began class with another Powers of Ten warm-up.
Click the button that says "Bigger" in the upper right hand corner
The columns with green checks (Numeric Value and Picture) are in order. Drag and drop the other boxes to put them in order.
When you finish, click OK to go on to the Viewer.
When everyone finished, we went over the homework and the follow-up test from last class. We discussed how negative exponents work and then we explored the laws of exponents.
Click the button that says "Bigger" in the upper right hand corner.
Open this exploration sheet: [[file/view/Powersof10PrintActivity.pdf|Powersof10PrintActivity.pdf]].
Answer the questions in your notebook.
When everyone finished, we took this exponent warm-up quiz. We discussed exponent notation and what it means to have integer exponents (i.e. 0 and negatives).
HW #1:
p. 374/19-23 odd, 57, 59, 66-74 even
If necessary, finish the exploration sheet from class: [[file/view/Powersof10PrintActivity.pdf|Powersof10PrintActivity.pdf]].
Monday, April 5, 2010
We spent the day going over the test and ensuring that we could get 100% on it if we were given it again. Here are the answers to the test: [[file/view/U7 a1 solutions.pdf|U7 a1 solutions.pdf]].
HW:
Review your test and be ready for a follow up test consisting of problems directly from the Unit 7 test (including two of the four word problems!). You may find it helpful to take the test again from this blank copy ([[file/view/U7 test blank copy.pdf|U7 test blank copy.pdf]]) and then check your answers.
Thursday, April 1, 2010
Today was the test day. If you finish early, try the coin weighing challenge . If you can solve with 8 coins, try 9 and then 12. If you can solve the Challenge, email me a screen shot for extra credit.
HW:
None! Can you believe it!?! But feel free to try the challenge (link above)...
Tuesday, March 30, 2010
We began class by solving a linear inequality system by hand. We then went over the quiz and the homework and spent the remainder of the class revising for the test by working on problems.
HW:
p. 362/1 (by hand on graph paper!), 9, 23, 25 (how many solutions), 31, 37, 39
Organize your homework and staple on the cover page
Organize your homework for the unit- oldest on top, newest on bottom (see class website for assignments). Finish any homework that is not done- be sure it is checked and corrected. If you need answers to even problems, just stop by Mr. O'Brien's room and borrow the answer key. You will not submit your homework until test day, though- I will give you a cover page next class.
Wednesday, March 24, 2010
We began class with the quiz. Those who finished early went over the word problems (Keynote slides with answers to p. 358/9, 10, 11, 16, 18, 19, 20, 21 here). After all taking a look at the solutions, we took notes on solving systems of linear inequalities. We began by looking at the solution set of y > 2x + 1 by guessing some points and then using this applet. It allowed us to learn the difference between the signs >, ≥, <, ≤, =, ≠ when graphing in two dimensions. We then looked at the solution set of a system of inequalities. After we looked at the solution set on this applet, we all got a chance to try this neat Geogebra applet. We finished by learning the steps for graphing by hand, including the test point. We checked our answer using the Grapher application on our laptops.
HW:
Take another look at the websites above
p. 350/17-23 odd, 33-37 odd- you must do one from each set completely without computer technology, but you can use technology to assist you with the others (but be sure that all your graphs are on graph paper!).
Monday, March 22, 2010
We began by going to the Dutch applet in Safari and doing #13- could you get it in only 5 steps? Next, we worked on solving a system with algebra- once with the Elimination Method and once with the Substitution Method. We connected it to the Graphing Method by making each system on this graphing applet- and found the Triumverate hard at work! We then went over the quiz from last class and the homework and revised word problem solving (Keynote slides with answers to p. 358/6, 8, 17 here). We learned how to solve mixture problems and ended class by doing the homework word problems together.
HW:
Read the two pages here (need to follow the link at the bottom to get the second page)
p. 358/[9, 10, 11, 16, 18, 19, 20, 21 make a system of equations for these word problems and solve with graphing, substitution, or elimination. These are tough, and if you need help, use the examples on p. 353-357, the links to particular problem types at the bottom of the second page of the reading above, and of course Mr. O'Brien/Math Directed Study]
Thursday, March 18, 2010
We began class with the quiz. We then revised the Elimination Method and learned how to do model wind/current and coin problems with systems.
HW:
p. 335/[16, 27, 31- solve all three using the Elimination Method]
p. 335/[32- solve this using the Substitution Method]
p. 358/[6, 8, 17 make a system of equations for these Wind/Current, Coin, and Digit problems and solve with graphing, substitution, or elimination]
Tuesday, March 16, 2010
We began class by working some more Substitution Method problems and word problems in small groups. We went over the homework and the Supercorrection follow-up test and then learned our last method for solving systems: the Elimination Method.
HW:
Go to this website and click on the 6th problem and watch the explanation (you'll need sound up).
p. 335/14, 15, 17, 37-39
p. 342/[11, 23 - solve these 2 with the Elimination Method]
p. 358/[12, 15 - make a system of equations for these Digit and Age problems and solve with either graphing, substitution, or elimination]
Thursday, March 11, 2010
We began class with the Supercorrection follow up test. Those who finished early revised graphing of lines by hand using here. We then warmed up with two graphing by hand problems and we saw that some systems have no solutions (inconsistent systems). Of those that have solutions (consistent systems) some have only one solution (independent) while others have an infinite number of solutions (dependent). Although the names are not so important, knowing the three situations is good to know. We modeled a digit problem with a system and solved it and finished by looking at the homework due today.
HW:
p. 358/[7, 14 make a system of equations for these Digit and Age problems and solve with graphing or substitution]
p. 342/[11, 20 - solve these 2 with the Graphing Method by hand on graph paper]
p. 342/[14, 15, 21 - solve these 3 with the Substitution Method]
Check your last two homework assignments- are they finished, checked, and corrected?
Tuesday, March 9, 2010
We began class by using Guess and Check to solve an Age and a Digit problem on p. 354 & 355. We then learned how to model these problems with algebra and solved with the Substitution Method. We spent the remainder of the class working in small groups on the homework problems.
HW:
p. 358/[5, 13 make a system of equations for these Age problems and solve with graphing or substitution]
p. 329/[9, 13, 17, 23, 33, 39, 40 - solve these 7 with the Substitution Method]
Study your Unit 6 Supercorrections to prepare for the follow-up test- questions directly from the test!
Friday, March 5, 2010
We began class with this question: Tyler scored 39 points from 2-pointers and 3-pointers. He scored 16 times. How many 2-pointers and how many 3-pointers did he score?
After solving it with guess and check, we worked on creating a system of equations to model the situation. We solved the system with a graph and then learned an algebraic solution: The Substitution Method. We spent the remainder of the lesson practicing this new method of solution.
HW:
You will do many of the problems below in class, but finish them for homework.
p. 329/10-12, 14-16, 19-21 (these 9 must be solved by substitution)
p. 323/[4, 5, 12, 13, 17 you may use Geogebra but do at least one by hand], 28, 30
Wednesday, March 3, 2010
We worked on Supercorrections for half the period. In the second half of the period, we learned about systems of equations and how to solve them with different methods- guess and check, table, graph, and algebra.
HW:
Finish your Supercorrections. Be sure that you could get 100% if you were to take this test a second time! If you're unsure of a question- ASK!!! Math Directed Study is very helpful...
Monday, March 1, 2010
Today was a day to work on Supercorrections.
HW:
Work on finishing your Supercorrections. Be sure to work with someone as you Supercorrect- Math Directed Study is a great place to go. There will be a little more time to work on them next class.
Thursday, February 25, 2010
Today was the test day. Those who finished early worked on this puzzle (for each one you solve, email me a PDF of your screen for extra credit!).
HW:
Supercorrect for one hour. To do this, you will need to pick up your test from Mr. O'Brien some time on Friday. Don't forget!!!
Tuesday, February 23, 2010
We corrected the group quiz together, took notes on the three solution techniques, and then did one more problem to boost the grade on the group quiz. We finished class with a revision game.
Since you will need to use each of the solution methods from class (algebra, graph, table), be sure to review how to use Geogebra and Numbers to generate graphs and tables easily.
Organize your homework- make sure each assignment is completely checked and corrected and that each has your name, date, and the assignment at the top. Stack your homework ordered from oldest to newest with the homework cover page on top. Staple your stack in the lower right hand corner. You will hand in your homework next class.
Friday, February 12, 2010
We began class by looking over the homework and then we took the group quiz.
HW:
None! Do some recreational math. Surf the internet for cool math sites if you'd like- if you find a great one, email it to me.
The Unit 6 test is next Thursday, so be sure your homework for the unit is up to date (checked and corrected).
Wednesday, February 10, 2010
We began class with the homework quiz. We then warmed up by solving |2x – 1| = 7 three ways: graphically, numerically, and algebraically. We looked at the homework and explored how to solve absolute inequalities like |2x – 1| ≥ 7 and |2x – 1| < 7 using the Triumverate approach; we used the very cool applet for a nice visual of the inequalities.
HW:
p. 305/[27, 32 using Numbers], [33, 35 using Geogebra], [36, 37 using algebra], [39, 41 using your favorite method]
There will be a group quiz next class using the Triumverate approach to solve absolute value equations and inequalities. You will be able to use your notes!
Monday, February 8, 2010
We warmed up with two compound inequalities to revise our previous work. We then corrected the quiz and went over homework. We spent the remainder of the class investigating the absolute value function and absolute value equations. We began with this very cool applet. We then solved equations with the Triumverate approach: table (Numbers), graph (Geogebra), and algebra (pencil and paper!).
HW:
Look over your homework for the quiz next class
p. 298/10, 23, 29, 30, 32, 59
p. 305/[19, 22, 25 solve each of these three ways: spreadsheet on Numbers, graph on Geogebra/Grapher, and algebra]
Thursday, February 4, 2010
We began class by revising for today's homework quiz: looking over your p. 280 homework and your thatquiz.org homework problems (you can keep working on them until you get 100%!). Work with a partner and help each other out... We took a little break to learn about compound inequalities. We used this applet for a visualization. We finished with the quiz and more time for homework.
We began class with some inequalities- we solved and graphed them in our notebooks and then checked them with this applet (be sure you are in Firefox!). This led to an important discovery about solving algebraic inequalities: when multiplying or dividing each side of an inequality by a negative number, we must always switch the sign! We then practiced with these 9 Algebasics inequalities- write each in your notebook and then check the answer (feel free to listen to the entire explanation!).
HW:
Inequality puzzle sheet ([[file/view/U6 Inequalities Riddle Practice.pdf|U6 Inequalities Riddle Practice.pdf]])- do the problems in your notebook.
Review for the homework quiz next class by looking over the p. 280 problems and the multiple choice/slope questions from thatquiz.org (I've set it so you can continue to practice until you get 100%. You don't have to keep going until you get 100%, but it's not a bad idea to do so...).
Friday, January 29, 2010
We began class with a warm-up on inequalities. After we discussed the warm-up, we looked at algebraic inequalities using this applet. We discussed how there are an infinite set of answers to an algebraic linear inequality (including fractions and other real numbers), so we talked about how we represent the solution with either a simple inequality or a number line. We noticed that solving an inequality that involved addition/subtraction was identical to solving an equation involving addition/subtraction. We then practiced working with inequalities and graphing on a number line with this applet (be sure you are in Firefox!). Next, we practiced choosing the correct sign (<, >, ≤, ≥) to go with each number line with this applet. Finally, we practiced graphing our own number lines with this applet. We began the homework, took the midterm follow-up quiz, and then continued to work on homework.
HW:
p. 280/6-14, 19, 23, 25, 32, 36-38, 43-46
Wednesday, January 27th, 2010
Mr. O'Brien will be conferencing with individual students today. As you work on revising your midterm exam, be sure to ask questions of your group and Mr. O'Brien- why, how, what if?
Get into these groups: Group #1: Michael, Garrett, Tia, Joshua; Group #2: Jordan, Calan, Courtney, Stephen; Group #3: Emily L., Alex B., Trueman; Group #4: Cody, Ryan, Cade, Jessie; Group #5: Elizabeth, Amy, Avery; Group #6: Emily T-W, Lillian, Alex S..
Once everyone in your group has 100%, get your final exams from Mr. O'Brien. Remember that your scores are private; please don't share with others during class.
Look over your final exam- are there any mistakes in marking? Are the totals added up correctly?
Have one member of your group go here to the Section C Answer sheet. This section was the one that was done most poorly on the exam. As a group, correct your Section C and enter one set of answers for your group. Talk about each of the questions and discuss strategies for how to do multiple choice questions better. Your incentive to do it well: bonus IOU to each member if your group gets 100%. Also, be sure you can answer each question correctly on your own since several questions will be on the exam follow-up quiz next class.
Finally, write the correct answers to Section D directly on your exam (answers available here). Discuss as a group how to do each question. Be sure you can answer each question correctly on your own since several questions will be on the exam follow-up quiz next class.
As an individual, follow the link to take this very short survey reflecting on the first semester (one response per person).
Begin your homework.
HW:
Check your Quarter 2, Midterm Exam, and Semester 1 grades in Powerschool. If you find an error, let Mr. O'Brien know immediately.
Take a look back over your Course Outline ([[file/view/course_methodology.pdf|course_methodology.pdf]]) in preparation for your fresh start to the semester.
Study your midterm for a midterm follow-up quiz next class- the questions will be *identical* to the ones on your midterm. It's a great way to start the quarter off on the right foot. Don't lose your midterm- you will give it back to Mr. O'Brien next class.
We began class by correcting the Unit 5 test on lines- first in pairs and then as a class. We discussed the midterm study guide and how grades are calculated in high school. We then went over the p. 214 revision homework by checking answers here. We ended class by working on revision problems from p. 272.
HW:
p. 272/1-48 (answers here). These problems will not be collected, but they are highly recommended for the midterm exam revision.
Make sure you know everything on the line summary sheet: [[file/view/U5 Linear Equations Formulas for Graphing.pdf|U5 Linear Equations Formulas for Graphing.pdf]]
Do some more practice on thatquiz.org. Some of these will be on the test!
For a nice slow explanation (audio and visual!) of some basic line questions, check these Algebasic problems out.
Organize your homework from oldest to newest, and staple with cover page in the lower right hand corner.
Thursday, January 7th, 2010
We began class by correcting the quiz from before break. We went over homework. We then investigated parallel and perpendicular lines using Geogebra (file is here: [[file/view/U5 Parallel and Perpendicular.ggb|U5 Parallel and Perpendicular.ggb]]). We finished with the quiz (online questions here) and time for the homework. We looked at the handout from The Learning Center ([[file/view/U5 Linear Equations Formulas for Graphing.pdf|U5 Linear Equations Formulas for Graphing.pdf]]) that summarizes the important Unit 5 information.
Learning the basics of linear equations and graphing can be difficult- for a nice slow explanation (audio and visual!) of some basic line questions, check these Algebasic problems out.
Tuesday, January 5th, 2010
We began class by correcting the quiz from before break and practicing with some more thatquiz.org graphing practice. We learned about the Point Slope Form of a line using this page ([[file/view/U5 point slope notes.pdf|U5 point slope notes.pdf]]) for our notes. Geogebra gave us a nice way to look at the connection between the three forms of a line.
HW:
Go back and make sure all your Unit 5 homework is finished and corrected before Thursday's quiz- if you need help with any problems, get into a Math Directed Study!
p. 256/19, 20, 29, 31, 33, 38, 39, 40, 41, 43-47
Wednesday, December 23rd, 2009
We began class with some further thatquiz.org graphing practice. We worked on closing the loop with the triumverate (i.e. using equations to find tables to find graphs to find equations to find...), and discussed how that gives us a way to always be certain that we are graphing lines correctly. We investigated several examples including the graph of a line in standard form and a table for a vertical line and a horizontal line. This led us to discuss the benefits of the slope-intercept form of a line and the connection to relations and functions. We also looked at the direct variation homework and connected it to the slope-intercept form of a line and proportions. After going over any final Unit 4/5 homework questions, we took the homework quiz.
HW:
Relax. Do recreational math. Google an interesting math concept for your own enjoyment. Have a lovely holiday.
Go over homework in small groups. Help each other out! Even answers are here.
Take notes on section 5.3 by reading the text individually. You will have a form for the notes (also available here: [[file/view/U5 5.3 notes a1.pdf|U5 5.3 notes a1.pdf]]). Reading and interpreting a math textbook is an important skill to learn. The room should be quiet while this is going on.
When you are finished taking notes, check your answers here: [[file/view/U5 5.3 notes solutions fixed.pdf|U5 5.3 notes solutions fixed.pdf]] Don't check until you are finished!
Submit your notes. They will count as a quiz grade for Unit 5.
Work on the homework.
HW:
p. 240/1, 5-10, 13, 16, 23, 26, 28, 32-34, 53
Be prepared for a homework quiz next class that will cover the problems assigned from sections 4.3, 4.4, 4.5, 4.6 from Unit 4 and the sections that you have had an opportunity to discuss from Unit 5.
Thursday, December 17th, 2009
Since I will be in the UK until next week, you will need to work independently. Remember that you can email me questions even while I'm away. Math Directed Study is a great place to work on homework if you think you might have questions. This is the plan for today:
Go over homework in small groups. Help each other out! Even answers are here.
Take notes on section 5.1 by reading the text individually. Your substitute has the form for the notes (also available here: [[file/view/U5 5.1 notes a1.pdf|U5 5.1 notes a1.pdf]]). Reading and interpreting a math textbook is an important skill to learn. The room should be quiet while this is going on.
When you are finished taking notes, check your answers here: [[file/view/U5 5.1 notes solutions.pdf|U5 5.1 notes solutions.pdf]]. Don't check until you are finished!
Submit your notes to the substitute. They will count as a quiz grade for Unit 5.
Work on the homework.
HW:
p. 223/5-12 all, 15, 16, 18-21, 35, 36
Tuesday, December 15th, 2009
We began class with a warm-up of graphing these ten equations. We talked about how to choose points to plot, particularly with fractions. This led to an observation about the y-intercept and the slope of an equation in the form y = mx + b where m and b are numbers and x and y are variables. We explored this powerful observation with this graphing applet. We connected the table of values to the graph to the equation and discussed how our goal is to be able to take one of these three (table, graph, equation) and find the other two. We used these examples and our new-found observation on slopes and y-intercepts to find equations from graphs. We went over homework and took notes on vertical and horizontal lines and the standard form of lines and finding x-intercepts (using these problems).
We began class with this graph warm-up. We then practiced plotting points with Billy Bug to get our heads back into graphing in a coordinate plane; the fastest time earned extra credit. We finished by demonstrating our knowledge of point plotting on thatquiz.org. We took some notes on graphing lines by making a table of values and plotting the points using these problems for examples. We then took notes on slope using this applet. We practiced with some of the p. 231 homework problems.
HW:
Watch and listen to the first six equations on this page. When you are finished, make a table and graph each one on a page for homework.
Make a table of values for each of these four problems on a page for homework, and then graph each in thatquiz.org.
Watch and listen to the next four slope questions on this page. When you are finished, do each problem on a page for homework.
p. 231/12, 13, 16, 17, 21, 26, 33, 34 (feel free to use the slope applet from class as you work)
Monday, December 7th, 2009
We began class by correcting the quiz. We then discussed how to do Parts 4 and 5 of the project. We spent the rest of the period working on the project.
HW:
Finish Part 4 and Part 5 and post the PDF of your final work to Google Docs. You may find Etherpad to be a good way to collaborate with your partner if you don't have the same study hall.
Organize your homework- make sure each assignment is completely checked and corrected and that each has your name, date, and the assignment at the top. Stack your homework ordered from oldest to newest with the homework cover page on top. Staple your stack in the lower right hand corner. You will hand in your homework next class.
Thursday, December 3rd, 2009
We began class with the quiz. Those who finished early began Parts 4 and 5 of the project. We went over homework and ways to represent data with graphs. We then learned how to use a Spreadsheet to do Part 4 of the project.
HW:
p. 199/9-11, 16-18
p. 205/7, 17, 29, 31
Be sure Part 3 of your project is finished and be ready to do Part 4 and Part 5 next class
Tuesday, December 1st, 2009
We began class by working some more on the surveys. We went over the Supercorrections follow-up test and discussed how to be successful in a math course. We then took notes on mean, median, mode, and range so that we could complete Part 3 of the project.
HW:
p. 190/15, 16, 25, 26, 35, 36, 45, 50
Collect survey data by asking people to complete your survey (post it on this page if you haven't already done so)
Homework quiz on 4.1-4.3 next class- you can study for this!
Mr. O'Brien's Birthday, 2009
We began class with the Unit 3 Supercorrections follow up test. Those who finished early practiced converting between fractions, decimals, and percents by playing this game on "Compare all three" and Level C. We then took another look at our dice rolling simulation from last class and went over homework. We learned about the Unit 4 statistics project and typed up surveys and posted them to the Discussion tab of this page.
HW:
Collect survey data by asking people to complete your survey either via email, Facebook, or the Discussion tab of this page (post it on this page if you haven't already done so)
Take several other people's surveys by going to the Discussion tab on this page (answer honestly, please!)
Organize Unit 4 homework for next week's quiz- have you checked and corrected it all?
Friday, November 20th, 2009
We began class with a warm-up quiz on probability (it's called 11/20 Warm up- if you're unsure, take your best guess!). After collecting Supercorrections, we went over homework using our cool applet. We revised the concepts of theoretical probability and experimental probability and then explored by rolling dice and simulating rolling dice on this Numbers spreadsheet). We ended class with this follow-up quiz on probability (it's called 11/20 Follow-up).
HW:
p. 183/13, 15, 17, 19, 20, 25, 27, 40, 41
Continue to practice converting between fractions, decimals, and percents by playing this game on "Compare all three" and Level C.
Be sure you are ready for the Unit 3 Supercorrections test next class (a blank copy of the test to help you study is available here: [[file/view/U3T1 a1.pdf|U3T1 a1.pdf]])
Wednesday, November 18th, 2009
We worked on the Supercorrections (those who were finished practiced with the actual test [[file/view/U3T1 a1.pdf|U3T1 a1.pdf]]), went over homework, and then we learned how to solve percentage problems using proportions and algebra. We used this applet as we explored.
HW:
Practice converting between fractions, decimals, and percents by playing this game on "Compare all three" and Level C.
p. 176/25, 29, (43-47 odd, use this applet with each), 49, 54, 55, 61, 63, 69, 71, 83, 86
Work on Supercorrections- be sure to get help at MDS! Feel free to explore with the Dutch Applet (but remember that you won't have access to it on the Follow-up Test, so be sure you use it to learn how to solve each equation by hand). If you don't know how to use your calculator to check answers to equations, stop by!
Monday, November 16th, 2009
We talked about the goal of Supercorrections, used the Dutch Applet to do #8, worked on the Supercorrections, and had another homework pep talk. We finished class by learning how to solve proportion problems using algebra.
HW:
p. 168/14-44 middle column, 47, 49, 51
Work on Supercorrections- be sure to get help at MDS! Feel free to explore with the Dutch Applet (but remember that you won't have access to it on the Follow-up Test, so be sure you use it to learn how to solve each equation by hand). If you don't know how to use your calculator to check answers to equations, stop by!
Thursday, November 12th, 2009
Today was the test day. Those who finished early practiced their number skills with this applet before beginning Supercorrections.
HW:
Get your test before next class and spend one hour on Supercorrections.
Monday, November 9th, 2009
Today was our revision day. We began by doing these literal equation problems in our notebook and checking answers. We also discussed whether two different looking literal equations represented the same formula. We then took a look at the Dutch applet equations that we have investigated over the past two classes. We discussed some of the different approaches taken by groups in this is the document . We discussed some clever approaches to solving equations involving fractions. We went over the homework and spent the rest of the period doing revision problems for the test.
HW:
Finish p. 156/1-65 odd if necessary (bring to the test as part of your packet)
Study for the test next class- go through your old homework and notes. Let's minimize those Supercorrections!
Organize your homework from oldest to newest, and staple with cover page in the lower right hand corner.
For more practice with solving equations on the Algebasics website (with visual and auditory explanations), click here. Be sure your volume is up!
Practice with the 20 problems in the Dutch applet – if you get stuck, take a look at some of the solutions offered by your classmates in the document from class .
Thursday, November 5th, 2009
We began class by going over the quiz. We then checked homework and continued work on the group Dutch applet investigation from last class. We discussed the homework questions which led us to discuss identities and impossible equations. We finished with a lesson on literal equations and had time to work on homework in class.
HW:
p. 151/6-10 all, 19-34 Column 2, 54-64 even
Organize Unit 3 homework in preparation for next week's test.
Tuesday, November 3rd, 2009
We began class with the equation quiz (the Dutch applet may be helpful!). Those who finished early practiced their number skills with this applet. We then went over the Unit 2 Supercorrections follow up and the homework. We spent the remainder of class working on a group investigation exercise. Each group needs the following:
Recorder in Google Docs (should be good with computers). This is the document that you will be working with. You will also need the Dutch applet open to take a screen shot of your group's work.
Operator of the Dutch applet (should be good at listening to others).
Hands off thinkers (should be ready to give ideas).
HW:
p. 145/12-21 all, 33-36 all, 43, 45 (you may find the Dutch applet helpful!)
Friday, October 30th, 2009
We began class with the Unit 2 Supercorrections follow up (computer problems 2, 3, & 4 available here). Those who finished early practiced their number skills with this applet. We went over homework questions. We then practiced modeling in algebra by writing and solving equations for p. 127/53, 54, 58 and p. 133/52. We worked on solving multi-step equations by first playing with the exploring applet on level 4 and then by doing 1-6 on the Dutch applet (make sure you're in Safari!).
HW:
p. 127/55, 56, 59
p. 133/53, 55
p. 139/14-32 even, 33
Extra credit: #32 (email solution to Mr. O'B)
Review homework 3.1-3.3 for the quiz next class
Wednesday, October 28th, 2009
We began class with a warm-up and a question from the Supercorrections. We then went over homework, and talked about the steps to solving a simple linear equation: 1) locate the variable, 2) isolate the variable by using an inverse operation, and 3) check the answer. We then worked on solving some Level 1 and Level 3 equations using this site. We decided on the best way to isolate a variable when two operations are present in an equation. We finished by working on practice problems.
HW:
p. 127/20-50 column 1 (if you would like to use guess and check on some of these, go for it!)
p. 133/13-49 column 1 (write down what you are doing to each side of the equation for these problems; do at least three using this applet- be sure you are in Safari)
Be ready for the Supercorrections follow-up test next class- it will consist of questions directly from the Unit 2 test!
Monday, October 26th, 2009
We began class by discussing homework and setting goals for the new unit. We spoke about the importance of taking responsibility for our own learning- it all starts with homework! We then worked on Supercorrections, remembering that our goal is to now learn every question on the test. We finished class with notes on solving equations like these, focusing both guess and check and on the Addition Property of Equality (we used this site on Level 2 to explore that property). We know that the reason we need to learn to solve equations using properties of equality is that guess and check isn't much good when things get complicated like this: 2(x – 5) = 3x + 6.
p. 119/34, 37, 40, 49, 55, 58, 61 (solve by showing your algebra steps and check your answer by putting it back into the equation to see if it works)
Supercorrect. Questions 5, 6, and 7 are corrected by redoing them here until you get 100%- you will still need a brief paragraph for each. Supercorrections will be due next class; don't forget that you will have a Supercorrection follow-up test consisting of those same questions, so use your Supercorrections to *learn* those Unit 2 problems. A solid algebra foundation makes all math and science courses so much easier...
Thursday, October 22nd, 2009
Today was NWEA day.
HW:
Supercorrect. Questions 5, 6, and 7 are corrected by redoing them here until you get 100%- you will still need a brief paragraph for each. Supercorrections will be due at the start of next week; time will be given in class to work on them as well.
Tuesday, October 20th, 2009
We took the test. Questions 5, 6, and 7 are accessible here. Time was given to begin Supercorrections.
HW:
Pick up your tests Wednesday and begin your Supercorrections. Questions 5, 6, and 7 are corrected by redoing them here until you get 100%- you will still need a brief paragraph for each. Supercorrections will be due at the start of next week.
Friday, October 16th, 2009
We began class by doing a practice multiple choice Unit 2 vocabulary quiz (be sure to look over the ones you missed) and this practice quiz (re-do it until you get 100% consistently). We then corrected the quiz and went over homework. We worked on a practice chapter assessment ([[file/view/U2 Practice Test.pdf|U2 Practice Test.pdf]] – be sure to check answers). Those who finished early worked on organizing homework and preparing for the test.
HW:
p. 106/1-9 odd, 35-61 odd and the practice chapter assessment from class if necessary- be sure to check all answers and correct mistakes!
Organize your homework- make sure each assignment is completely checked and corrected and that each has your name, date, and the assignment at the top. The grading rubric is available here: [[file/view/homework.pdf|homework.pdf]]. Stack your homework ordered from oldest to newest with the homework cover page on top. Staple your stack in the lower right hand corner. You will hand in your homework on the day of the test before you take your test.
Study hard for Friday's test. Here are some suggestions:
If you have trouble remembering the vocabulary (integer, irrational, commutative property, etc.), use our Unit 2 vocabulary flashcards. You can make a practice quiz or a matching game.
If you have trouble simplifying complex expressions like 4(2x – 3y) – (2x – y), there are more extra practice problems on p. 743 and 744 in your textbook (answers are available in my answer book). Here's the good explanation from Purplemath that we looked at in class, too.
If you are having trouble with the basic operations with negative numbers, do these 20 arithmetic problems. Repeat until you get 100%.
After all that practice, we took a break and went over homework questions. We looked a spreadsheet in Numbers to see how algebraic expressions and simplification are used in real life. We ended our Unit 2 by taking notes on multiplying and dividing with algebraic expressions. We used p. 101/7, 10, 12, 15 as examples.
HW:
p. 101/7, 10, 12, 15, 17-47 odd, 50-54, 85
Organize your homework- next class is the review day, and then we have the Unit 2 test...
Tuesday, October 6th, 2009
We began class with a warm-up quiz and then spent a little time on the diamond applet. We then discussed combining like terms again and practiced with this applet. This led to a discussion of coefficients of 0 and 1, the difference between y + y and y x y, use of parentheses, and the distributive property. We used this Purplemath page for our notes. We finished by going over homework and beginning the new assignment.
HW:
Do these problems in your notebook (don't waste paper by printing!): [[file/view/sheet1.pdf|sheet1.pdf]], [[file/view/sheet2.pdf|sheet2.pdf]], [[file/view/sheet3.pdf|sheet3.pdf]]. Answers are on the second sheet of each page.
Review your Unit 2 homework to prepare for the quiz next class.
Friday, October 2nd, 2009
We began class by reviewing some Unit 2 vocabulary by looking over some flashcards, doing a practice multiple choice quiz, and playing a matching game. We then corrected the quiz and went over homework. We did some signed number practice using this diamond applet. We took notes on adding and subtracting like terms (using p. 92/5-11 as our examples) and then ended with some time to practice with the homework.
HW:
p. 92/5-11, 21-45 odd, 50, 51, 57
More negative number practice problems (click here)
Wednesday, September 30th, 2009
We started class with the quiz, the Supercorrection Follow-up quiz, and this negative number warm-up quiz. We went over the homework, and then we looked at how we can perform mental math calculations using number properties. This led us to some notes on the Commutative, Associative, and Distributive properties (for another explanation of these properties, go here).
We began with this practice quiz reviewing addition and subtraction with negative numbers. We then discussed number types (real, rational, irrational, integer, whole, natural) by each becoming a number and getting into different groups. We followed this by going over the homework and discussing the results of the practice quiz. We then practiced a little more with this set of 10 problems- we all aimed for 100% and there was extra credit for the fastest 100%. We followed this with a pattern in subtracting numbers and looked for patterns in multiplying numbers using the activity Multiplication and Division Patterns in the yellow box on page 73 and 74. This led to our notes on multiplying and dividing real numbers- including reciprocals and division by zero.
HW:
p. 78/19-59 odd, 60-63, 66, 79 (do not use a calculator for these)
Revise for the quiz next class by looking over your homework for this unit- the questions will come directly from the homework!
Revise for the Supercorrection follow-up test by looking over your Unit 1 test- the questions will come directly from the test!
Thursday, September 24th, 2009
We began class by playing with this chip applet to help visualize adding positive and negative numbers. We then took this practice quiz. We then played with this number line applet to give a different visualization of adding positive and negative numbers. This led us into a discussion of how subtraction is the same as adding the opposite (just as division is the same thing as multiplying by the reciprocal). We did some practice with subtraction of integers. We then went over homework, discussed how to be successful with homework in math class, and ended class working on the Supercorrections.
HW:
p. 71/16-44 left column, 46-58, 64, 71, 73 (do not use a calculator for these)
Tuesday, September 22nd, 2009
Thank you for working productively with your substitute teacher today.
1. Begin class with a bit more time for Supercorrections. If you've finished your Supercorrections, help a classmate! Please spend 10 to 15 minutes.
2. Please log into your SAT practice account, click on the Practice Quizzes tab, scroll down the page, and click on the Number and Operations Practice Quiz #1. Using a piece of scrap paper (and a calculator if you'd like), answer the questions as best you can. When you finish, review the solutions for the questions that you miss.
3. After the SAT practice quiz, read Using Rules for Addition on pages 62 and 63 in your text book.
4. Try these practice problems until you can get all ten correct. Help each other out! We will discuss these rules (and why they work) next class.
p. 65/20-53 middle column, 55-58, 64-66 (do not use a calculator for these)
Friday, September 18th, 2009
Since Mr. O'Brien is away until Tuesday evening (writing a math exam in Cardiff, Wales), your substitute will guide you through the activities for today.
1. Spend the first hour of class working on Supercorrections (be sure you have read the instructions). Help each other out with the corrections (indicate the students you work with in the margin), but don't forget that a Supercorrection needs more than just a correct answer- show your working, and include more than one way to solve if possible. Make sure that your paragraph reflection says more than "I made a silly mistake. I know what to do now." Be specific like "I got 13 when I subtracted 30 and 18- I should have got 12. Next time, I will check my answer by calculating the first differences with my answer to make sure they match the original question." Your paragraph reflection should be thoughtful. Use Supercorrections as your opportunity to fill in any gaps in your mathematical understanding foundation before you move on to more challenging material. If you finish your Supercorrections before an hour, help others.
2. After an hour of work, read pages 56-58 in your text to review opposites and absolute value and begin the homework for next class.
3. Answer the NCTM survey that your substitute will give to you.
HW:
Work on Supercorrections- they will be due by 2:15 next Friday afternoon (when you submit your Supercorrections, they will be paperclipped (not stapled) to your test and put in the wire basked). Get help from a CHRHS math teacher during your study hall: Math Directed Study hall schedule.
p. 58/13-55 odd
Be sure you can access your Google account (test by clicking here)
Be sure you can access your SAT Practice account (test by clicking here)
If you have problem accessing either account, please see Mr. Nystrom in Room 214 ASAP
Wednesday, September 16th, 2009
Today we took the test. Mr. O'Brien collected the homework packets for the unit before anyone took the test. We also ensured that everyone could sign into the SAT practice site and we checked book numbers. Those who finished early practiced their puzzle solving skills with leaping frogs and looked for patterns in the puzzle (if you find the pattern, email it Mr. O'Brien for extra credit!). When everyone finished, we learned about Supercorrections.
HW:
Read about Supercorrections. If you have any questions about Supercorrections, please email Mr. O'Brien. You will work on your Supercorrections next class with your substitute teacher.
Log into your SAT practice account, click on the Lessons tab, click on View Lesson, and watch the introduction to the SAT (turn on your sound).
Monday, September 14th, 2009
Today was our revision day before the test next class. We began class by doing this (non-graded) warm-up quiz to see where we have areas of weakness from the unit. This led to a discussion of multiplying 12 x 8 by thinking of it as 10 x 8 and 8 x 2, solving for y given a value of x, and graphing an equation by plotting points and connecting the points to make a line. We corrected the quiz in class and linked each question back to a homework problem from p. 8. We spent some time correcting the homework due today and discussing the triumvirate- graphs, tables, equations. We all signed up for SAT practice accounts, and we ended class by revising for the test next class by correcting old homework and working on the revision assignment.
HW:
p. 46/1-8, 13, 15-21, 25, 29 [be sure to check and correct each problem *before* test day- even answers are available here]
Organize your homework- make sure each assignment is completely checked and corrected and that each has your name, date, and the assignment at the top. The grading rubric is available here: [[file/view/homework.pdf|homework.pdf]]. Stack your homework ordered from oldest to newest with the homework cover page on top. Staple your stack in the lower right hand corner. You will hand in your homework on the day of the test before you take your test.
Come to the test relaxed, prepared, and with your homework, a pencil and a calculator.
Thursday, September 10th, 2009
1. Begin class with the quiz which your substitute will hand out to you. When you finish, hand it in to the substitute.
2. Complete this one question survey and then practice coordinate graphing with either Billy Bug or the Alien Search or both (you will need to turn your sound down if others are still taking the quiz.
3. Responsibility check. The substitute will check to see that you have something written for each of the homework problems due for today (even if it is just the problem). The problems are:
p. 16/11, 15, 19, 21, 45, 47
p. 21/21-41 odd, 43-47 odd, 51, 53, 64
S/he will also check that you have your textbook covered (if not, there are covers by the window). Thank you for filling out the student information survey, but these students still need to do so (by this evening): Anthony, Aaron, Alexander, Courtney, Avery, Lillian, Gabe, Cody.
4. Please use this time to discuss and correct the homework questions. Work in groups, and help each other out. Feel free to use the white board. If there is any problem that you are not able to work through together as a class, please ask the substitute to let me know, and we will discuss it as a class when I return.
5. Go to this website and read all three pages. Please write definitions for the following vocabulary words in your notebook: coordinate plane, origin, axes, quadrants.
Unit 1 Test Wednesday on Chapter 1 in text (excluding 1.6)
p. 27/27-33 odd, 39
p. 34/17-21 odd, 36-39, 44-46
Tuesday, September 8th, 2009
We began class with a multiplication review quiz for extra credit. We then learned how to add the class calendar of homework and events into iCal for access offline. We had a responsibility check- text, Macbook, notebook, homework. We discussed the homework and went over questions. We then thought about this problem (unfortunately, there wasn't quite enough time) which led us to a discussion of order of operations and why they are important- it doesn't matter whether we use our Macbook, Excel, or Google, they all evaluate 12 + 4 ÷ 8 x 3 the same way! We visited this webpage and worked through the pre-test and then took a look at the tutorial. We discussed the fine point that PEMDAS could really be PEDMAS, PEMDSA, etc. and took a brief look at an algebraic expression like 3 + 5p and looked at how to show the steps for a harder problem like 2 x 3² – 14 ÷ 7. We ended class with this assessment of the day's learning (doesn't affect your grade!).
HW:
Quiz Thursday on section 1.1 homework
p. 16/11, 15, 19, 21, 45, 47
p. 21/21-41 odd, 43-47 odd, 51, 53, 64
Thursday, September 3rd, 2009
We began class by checking homework and having our course methodology "quiz". During the "quiz", we discussed what Algebra 1 is all about, expectations for class, the importance of homework, how to get help, and more. We then began examining some sequences of numbers to find patterns. We explored first and second differences and saw how they could help us make predictions for number sequences. We finished with a look at the textbook and talked about how to format homework assignments.
HW:
p. 8/12-15, 20, 21, 36, 38, 39, 41-43 (without a calculator)
Quiz Thursday
Explore this class website- it would be a good idea to bookmark it (by next Tues)
Create a Google Account by going here (you do not need to use Gmail, but you will need a Google Account for some class activities this year). Be sure to check your email and confirm your account. Check your login and record your user name and password in case you forget either. (by next Tues)
Please complete this student information sheet (plan on spending about half an hour on this- I would like some thought on some of the questions). (by next Tues)
Tuesday, September 1st, 2009
We thought about the following...
For each of the following problems, first estimate an answer and then try to calculate an answer using your mathematical skills.
When was one million seconds ago? How about one billion seconds ago? For more on this problem, click here.
If a piece of paper could be folded in half fifty times, how high would the stack of paper be? For more on this problem, click here. Have you heard that it is impossible to fold a piece of paper more than eight times? If so, click here .
If you're interested in how we name large numbers, click here. For a visualization of a trillion dollars, click here.
We explored both problems using technology and learned how the second can earn you a very nice month's allowance. Mr. O'Brien shared his background ([[file/view/Mr. O'Brien's Travels.kmz|Mr. O'Brien's Travels.kmz]]), and we finished with some quiet reading of the course methodology.
HW:
Read the course methodology and come to class prepared to discuss it (a copy is available on the home page).
You will have a quiz next class on the above- be prepared!
Give the parent/guardian letter to your parent/guardian (a copy is available on the home page).
Table of Contents
Statistics Projects
Friday, June 11, 2010
We began class by giving Mr. O'Brien some feedback. We then did a practice Section A and practice Section B of the final exam. We went over the exam revision guide and talked about the final including the importance of checking answers on the multiple choice Section C and revising the old unit test Supercorrections for the 4 identical questions on Section D. We spent the remainder of the class correcting the test from last class (answers here: [[file/view/U9T solutions.pdf|U9T solutions.pdf]]) and working on the notecard for the final.HW:
Wednesday, June 9, 2010
Today was the test day. Students who finished early revised for the final.HW:
Monday, June 7, 2010
We began class with the following warm-up:- This practice test of polynomial vocabulary.
- Three FOIL practice problems from this site (check answers!).
- Factoring practice on this website (level 2) .
We then corrected the homework quiz from last class and went over the quadratic formula homework. We spent the remainder of class doing the practice test.HW #10:
Thursday, June 3, 2010
We began class by factoring the quadratic trinomial x² – 2x – 3, solving the quadratic equation x² – 2x = 3, and finding the vertex, axis of symmetry and zeros of the quadratic function y = x² – 2x – 3. We discussed the connections between the problems and then wondered what would happen if the number 3 were 4. We learned about the all powerful Quadratic Formula and how it can be used to solve *any* quadratic equation. We went over homework. We ended class with practice time and the homework quiz.HW #9:
Tuesday, June 1, 2010
We began class by correcting the homework quiz from last class. We then went over homework. This led to a discussion of quadratic functions- graph (on Geogebra), vertex, axis of symmetry, and zeros.HW #8:
Thursday, May 27, 2010
We began class by doing factoring problems from this website (level 2) . We discussed how if you get stuck, listing factor pairs is the key. We then went over the homework and learned how to use factoring to answer a question like "what number when squared and added to twice itself is 8?" (hint: there are two answers!). We discussed the powerful Zero Product Property and how it is used along with factoring to solve a quadratic equation like x² – 12 = x. We practiced with p. 468/7, 9, 12 and ended with the homework quiz.HW #7:
Tuesday, May 25, 2010
We began class with these ([[file/view/U9 GCF practice.pdf|U9 GCF practice.pdf]]) 24 common factors practice questions (answers here: [[file/view/U9 GCF solutions.pdf|U9 GCF solutions.pdf]]). We then went over the homework quiz and talked about the second chance next class. We then learned how to factor a trinomial into two binomials. We looked at x² + 5x + 6 using the rectangle applet. We then used this applet to look at another problem. We generalized how to factor trinomials of the form x² + bx + c by listing factor pairs. We did a number of practice problems with Level 1 and 2 trinomials. We ended class by going over homework questions.HW #6:
Friday, May 21, 2010
We began class where we ended last class with this check of our understanding here. We discussed factoring by finding the GCF, and we practiced by doing p. 450/14-47 middle column (even answers here). We went over the homework and took the homework quiz.HW #5:
Wednesday, May 19, 2010
We began class by doing ten FOIL practice problems here (do each problem in your notebook and check the answer for each one as you go). We went over homework questions, and then we took a look at our distributive rule in reverse by using this applet again with the problems 6x² + 2x, 4xy + 6x + 2x², 3x + 6y, and 3x² + 2y. This reversing the distributive rule process is called factoring. We revised how to find the greatest common factor (GCF) of two numbers by using this site. We took some notes on finding the GCF of two monomials and then learned how to apply our new knowledge to factoring polynomials. We ended our notes with a check of our understanding here.HW #4:
Monday, May 17, 2010
We began class with a polynomial revision. We first tested the 18 vocabulary words here. We then used the applet to model the polynomial multiplication problem (x + y)(2x + y +1). We discussed how to use the distribution rule and connected it to our visualization of polynomial multiplication. We used this to develop the FOIL method for multiplying two binomials and looked at special products. We ended class with the Supercorrection Follow-up test. Those who finished early practiced some more with the diamond applet and then began the homework.HW #3:
Wednesday, May 12, 2010
We started class by revising the polynomial vocabulary: revising the 18 definitions with flashcards, doing a matching scatter game, and finally testing. We then practiced with p. 430/32, 36, 44, 46. We then went over the Unit 8 test Supercorrections together and got psyched up for the follow-up test on Thursday. We went over homework questions and then explored polynomial multiplication using this applet. We talked about visualizing the multiplication with areas of rectangles. We finished with some more diamond applet competition.HW #2:
Monday, May 10, 2010
We began class by working on these corny exponent puzzles ([[file/view/U8 exponent more puzzles.pdf|U8 exponent more puzzles.pdf]]) as Mr. O'Brien collected Supercorrections. We then did a little multiplication practice to get us ready for the unit using the diamond applet. We began our new unit with this reading and took notes on the following vocabulary: polynomial, degree, standard form, monomial, binomial, and trinomial. We discussed the reading and brought in some new vocabulary: constant, linear, quadratic, cubic, quartic, quintic, coefficient, base, exponent, like terms, simplest form. We then did a few practice problems (p. 430/12-15) and began the homework.HW #1:
- p. 431/20, 23-29 odd, 47-52, 55, 58-61
=Thursday, May 6, 2010=
We supercorrected today. We took a break at the end and worked on this multiplication applet in preparation for our factoring work next unit.
HW:
Tuesday, May 4, 2010
We first read this letter and then took the NWEAs. Those who finished early worked on Supercorrections.HW:
Friday, April 30, 2010
Today was our test day the first online test question is here and the second two are here. Those who finished early worked on solving this math card game puzzle. If you can explain how this trick is done (it's all math!), you will earn 10 IOUs. It might help to take screen shots of the three deals to figure out how the cards are being dealt.HW:
Wednesday, April 28, 2010
We began class by revising scientific notation and exponents:- Do this warm-up quiz.
- Order numbers in scientific notation twice here- once with the bins and once without.
- Re-do Dig 4 here. Aim for 100% and be sure to ask if you're unsure of a property!
We then discussed how to multiply/divide/add/subtract numbers in scientific notation by hand (using these problems) and on calculators. We went over the homework and discussed what the test will cover. We finished with a game of Jeopardy.HW #6:
Monday, April 26, 2010
We began class by finishing these two puzzles in our notebooks ([[file/view/U8 exponent practice.pdf|U8 exponent practice.pdf]]). We corrected the quiz and went over the homework, and then we revised scientific notation. We began with some scientific notation conversion practice. We then discussed the mechanics of scientific notation conversion using this neat applet. We practiced some more with a five question quiz here. We ended class by putting scientific notation numbers in order using this applet.HW #5:
Thursday, April 15, 2010
We began class with the homework quiz. Upon finishing the quiz, we practiced more with exponents by working on these two puzzles in our notebooks ([[file/view/U8 exponent practice.pdf|U8 exponent practice.pdf]]). We went over the homework, revised the zero power and negative power, and did more exponent practice with p. 760/1-12 and 13-39 odd.HW #4:
Tuesday, April 13, 2010
We began class with an exponent warm up:After the warm up, we went over the 7 Exponent Laws from last class. We discussed the expanded form of both positive and negative exponents and how canceling works. We also discussed negative bases and what a negative power to a negative power means. We went over the homework and then continued to work on the Digs 1-4 from the warm up applet.
HW #3:
Friday, April 9, 2010
We began class with another Powers of Ten warm-up.When everyone finished, we went over the homework and the follow-up test from last class. We discussed how negative exponents work and then we explored the laws of exponents.
We ended class by summarizing the 7 Laws of Exponents.
HW #2:
Wednesday, April 7, 2010
We began class with the Unit 7 follow-up test. Those who finished early did the following:When everyone finished, we took this exponent warm-up quiz. We discussed exponent notation and what it means to have integer exponents (i.e. 0 and negatives).
HW #1:
Monday, April 5, 2010
We spent the day going over the test and ensuring that we could get 100% on it if we were given it again. Here are the answers to the test: [[file/view/U7 a1 solutions.pdf|U7 a1 solutions.pdf]].HW:
Thursday, April 1, 2010
Today was the test day. If you finish early, try the coin weighing challenge . If you can solve with 8 coins, try 9 and then 12. If you can solve the Challenge, email me a screen shot for extra credit.HW:
Tuesday, March 30, 2010
We began class by solving a linear inequality system by hand. We then went over the quiz and the homework and spent the remainder of the class revising for the test by working on problems.HW:
Friday, March 26, 2010
No class today due to the Aspirations Fair.HW:
Wednesday, March 24, 2010
We began class with the quiz. Those who finished early went over the word problems (Keynote slides with answers to p. 358/9, 10, 11, 16, 18, 19, 20, 21 here). After all taking a look at the solutions, we took notes on solving systems of linear inequalities. We began by looking at the solution set of y > 2x + 1 by guessing some points and then using this applet. It allowed us to learn the difference between the signs >, ≥, <, ≤, =, ≠ when graphing in two dimensions. We then looked at the solution set of a system of inequalities. After we looked at the solution set on this applet, we all got a chance to try this neat Geogebra applet. We finished by learning the steps for graphing by hand, including the test point. We checked our answer using the Grapher application on our laptops.HW:
Monday, March 22, 2010
We began by going to the Dutch applet in Safari and doing #13- could you get it in only 5 steps? Next, we worked on solving a system with algebra- once with the Elimination Method and once with the Substitution Method. We connected it to the Graphing Method by making each system on this graphing applet- and found the Triumverate hard at work! We then went over the quiz from last class and the homework and revised word problem solving (Keynote slides with answers to p. 358/6, 8, 17 here). We learned how to solve mixture problems and ended class by doing the homework word problems together.HW:
Thursday, March 18, 2010
We began class with the quiz. We then revised the Elimination Method and learned how to do model wind/current and coin problems with systems.HW:
Tuesday, March 16, 2010
We began class by working some more Substitution Method problems and word problems in small groups. We went over the homework and the Supercorrection follow-up test and then learned our last method for solving systems: the Elimination Method.HW:
Thursday, March 11, 2010
We began class with the Supercorrection follow up test. Those who finished early revised graphing of lines by hand using here. We then warmed up with two graphing by hand problems and we saw that some systems have no solutions (inconsistent systems). Of those that have solutions (consistent systems) some have only one solution (independent) while others have an infinite number of solutions (dependent). Although the names are not so important, knowing the three situations is good to know. We modeled a digit problem with a system and solved it and finished by looking at the homework due today.HW:
Tuesday, March 9, 2010
We began class by using Guess and Check to solve an Age and a Digit problem on p. 354 & 355. We then learned how to model these problems with algebra and solved with the Substitution Method. We spent the remainder of the class working in small groups on the homework problems.HW:
Friday, March 5, 2010
We began class with this question:Tyler scored 39 points from 2-pointers and 3-pointers. He scored 16 times. How many 2-pointers and how many 3-pointers did he score?
After solving it with guess and check, we worked on creating a system of equations to model the situation. We solved the system with a graph and then learned an algebraic solution: The Substitution Method. We spent the remainder of the lesson practicing this new method of solution.
HW:
Wednesday, March 3, 2010
We worked on Supercorrections for half the period. In the second half of the period, we learned about systems of equations and how to solve them with different methods- guess and check, table, graph, and algebra.HW:
Monday, March 1, 2010
Today was a day to work on Supercorrections.HW:
Thursday, February 25, 2010
Today was the test day. Those who finished early worked on this puzzle (for each one you solve, email me a PDF of your screen for extra credit!).HW:
Tuesday, February 23, 2010
We corrected the group quiz together, took notes on the three solution techniques, and then did one more problem to boost the grade on the group quiz. We finished class with a revision game.HW:
Friday, February 12, 2010
We began class by looking over the homework and then we took the group quiz.HW:
Wednesday, February 10, 2010
We began class with the homework quiz. We then warmed up by solving |2x – 1| = 7 three ways: graphically, numerically, and algebraically. We looked at the homework and explored how to solve absolute inequalities like |2x – 1| ≥ 7 and |2x – 1| < 7 using the Triumverate approach; we used the very cool applet for a nice visual of the inequalities.HW:
Monday, February 8, 2010
We warmed up with two compound inequalities to revise our previous work. We then corrected the quiz and went over homework. We spent the remainder of the class investigating the absolute value function and absolute value equations. We began with this very cool applet. We then solved equations with the Triumverate approach: table (Numbers), graph (Geogebra), and algebra (pencil and paper!).HW:
Thursday, February 4, 2010
We began class by revising for today's homework quiz: looking over your p. 280 homework and your thatquiz.org homework problems (you can keep working on them until you get 100%!). Work with a partner and help each other out... We took a little break to learn about compound inequalities. We used this applet for a visualization. We finished with the quiz and more time for homework.HW:
Tuesday, February 2, 2010
We began class with some inequalities- we solved and graphed them in our notebooks and then checked them with this applet (be sure you are in Firefox!). This led to an important discovery about solving algebraic inequalities: when multiplying or dividing each side of an inequality by a negative number, we must always switch the sign! We then practiced with these 9 Algebasics inequalities- write each in your notebook and then check the answer (feel free to listen to the entire explanation!).HW:
Friday, January 29, 2010
We began class with a warm-up on inequalities. After we discussed the warm-up, we looked at algebraic inequalities using this applet. We discussed how there are an infinite set of answers to an algebraic linear inequality (including fractions and other real numbers), so we talked about how we represent the solution with either a simple inequality or a number line. We noticed that solving an inequality that involved addition/subtraction was identical to solving an equation involving addition/subtraction. We then practiced working with inequalities and graphing on a number line with this applet (be sure you are in Firefox!). Next, we practiced choosing the correct sign (<, >, ≤, ≥) to go with each number line with this applet. Finally, we practiced graphing our own number lines with this applet. We began the homework, took the midterm follow-up quiz, and then continued to work on homework.HW:
Wednesday, January 27th, 2010
Mr. O'Brien will be conferencing with individual students today. As you work on revising your midterm exam, be sure to ask questions of your group and Mr. O'Brien- why, how, what if?HW:
Friday, January 15th, 2010
We began class by correcting the Unit 5 test on lines- first in pairs and then as a class. We discussed the midterm study guide and how grades are calculated in high school. We then went over the p. 214 revision homework by checking answers here. We ended class by working on revision problems from p. 272.HW:
Wednesday, January 13th, 2010
Today was the test day. Here are questions 16 and 17 for the test. Those who finished early worked on the midterm revision homework.HW:
Monday, January 11th, 2010
Today was our revision day. We first corrected the quiz and the parallel and perpendicular lines homework. We then played a revision card game.HW:
Thursday, January 7th, 2010
We began class by correcting the quiz from before break. We went over homework. We then investigated parallel and perpendicular lines using Geogebra (file is here: [[file/view/U5 Parallel and Perpendicular.ggb|U5 Parallel and Perpendicular.ggb]]). We finished with the quiz (online questions here) and time for the homework. We looked at the handout from The Learning Center ([[file/view/U5 Linear Equations Formulas for Graphing.pdf|U5 Linear Equations Formulas for Graphing.pdf]]) that summarizes the important Unit 5 information.HW:
Tuesday, January 5th, 2010
We began class by correcting the quiz from before break and practicing with some more thatquiz.org graphing practice. We learned about the Point Slope Form of a line using this page ([[file/view/U5 point slope notes.pdf|U5 point slope notes.pdf]]) for our notes. Geogebra gave us a nice way to look at the connection between the three forms of a line.HW:
Wednesday, December 23rd, 2009
We began class with some further thatquiz.org graphing practice. We worked on closing the loop with the triumverate (i.e. using equations to find tables to find graphs to find equations to find...), and discussed how that gives us a way to always be certain that we are graphing lines correctly. We investigated several examples including the graph of a line in standard form and a table for a vertical line and a horizontal line. This led us to discuss the benefits of the slope-intercept form of a line and the connection to relations and functions. We also looked at the direct variation homework and connected it to the slope-intercept form of a line and proportions. After going over any final Unit 4/5 homework questions, we took the homework quiz.HW:
Monday, December 21st, 2009
This is the plan for today:HW:
Thursday, December 17th, 2009
Since I will be in the UK until next week, you will need to work independently. Remember that you can email me questions even while I'm away. Math Directed Study is a great place to work on homework if you think you might have questions. This is the plan for today:HW:
Tuesday, December 15th, 2009
We began class with a warm-up of graphing these ten equations. We talked about how to choose points to plot, particularly with fractions. This led to an observation about the y-intercept and the slope of an equation in the form y = mx + b where m and b are numbers and x and y are variables. We explored this powerful observation with this graphing applet. We connected the table of values to the graph to the equation and discussed how our goal is to be able to take one of these three (table, graph, equation) and find the other two. We used these examples and our new-found observation on slopes and y-intercepts to find equations from graphs. We went over homework and took notes on vertical and horizontal lines and the standard form of lines and finding x-intercepts (using these problems).HW:
Friday, December 11th, 2009
We began class with this graph warm-up. We then practiced plotting points with Billy Bug to get our heads back into graphing in a coordinate plane; the fastest time earned extra credit. We finished by demonstrating our knowledge of point plotting on thatquiz.org. We took some notes on graphing lines by making a table of values and plotting the points using these problems for examples. We then took notes on slope using this applet. We practiced with some of the p. 231 homework problems.HW:
Monday, December 7th, 2009
We began class by correcting the quiz. We then discussed how to do Parts 4 and 5 of the project. We spent the rest of the period working on the project.HW:
Thursday, December 3rd, 2009
We began class with the quiz. Those who finished early began Parts 4 and 5 of the project. We went over homework and ways to represent data with graphs. We then learned how to use a Spreadsheet to do Part 4 of the project.HW:
Tuesday, December 1st, 2009
We began class by working some more on the surveys. We went over the Supercorrections follow-up test and discussed how to be successful in a math course. We then took notes on mean, median, mode, and range so that we could complete Part 3 of the project.HW:
Mr. O'Brien's Birthday, 2009
We began class with the Unit 3 Supercorrections follow up test. Those who finished early practiced converting between fractions, decimals, and percents by playing this game on "Compare all three" and Level C. We then took another look at our dice rolling simulation from last class and went over homework. We learned about the Unit 4 statistics project and typed up surveys and posted them to the Discussion tab of this page.HW:
Friday, November 20th, 2009
We began class with a warm-up quiz on probability (it's called 11/20 Warm up- if you're unsure, take your best guess!). After collecting Supercorrections, we went over homework using our cool applet. We revised the concepts of theoretical probability and experimental probability and then explored by rolling dice and simulating rolling dice on this Numbers spreadsheet). We ended class with this follow-up quiz on probability (it's called 11/20 Follow-up).HW:
Wednesday, November 18th, 2009
We worked on the Supercorrections (those who were finished practiced with the actual test [[file/view/U3T1 a1.pdf|U3T1 a1.pdf]]), went over homework, and then we learned how to solve percentage problems using proportions and algebra. We used this applet as we explored.HW:
Monday, November 16th, 2009
We talked about the goal of Supercorrections, used the Dutch Applet to do #8, worked on the Supercorrections, and had another homework pep talk. We finished class by learning how to solve proportion problems using algebra.HW:
Thursday, November 12th, 2009
Today was the test day. Those who finished early practiced their number skills with this applet before beginning Supercorrections.HW:
Monday, November 9th, 2009
Today was our revision day. We began by doing these literal equation problems in our notebook and checking answers. We also discussed whether two different looking literal equations represented the same formula. We then took a look at the Dutch applet equations that we have investigated over the past two classes. We discussed some of the different approaches taken by groups in this is the document . We discussed some clever approaches to solving equations involving fractions. We went over the homework and spent the rest of the period doing revision problems for the test.HW:
Thursday, November 5th, 2009
We began class by going over the quiz. We then checked homework and continued work on the group Dutch applet investigation from last class. We discussed the homework questions which led us to discuss identities and impossible equations. We finished with a lesson on literal equations and had time to work on homework in class.HW:
Tuesday, November 3rd, 2009
We began class with the equation quiz (the Dutch applet may be helpful!). Those who finished early practiced their number skills with this applet. We then went over the Unit 2 Supercorrections follow up and the homework. We spent the remainder of class working on a group investigation exercise. Each group needs the following:HW:
Friday, October 30th, 2009
We began class with the Unit 2 Supercorrections follow up (computer problems 2, 3, & 4 available here). Those who finished early practiced their number skills with this applet. We went over homework questions. We then practiced modeling in algebra by writing and solving equations for p. 127/53, 54, 58 and p. 133/52. We worked on solving multi-step equations by first playing with the exploring applet on level 4 and then by doing 1-6 on the Dutch applet (make sure you're in Safari!).HW:
Wednesday, October 28th, 2009
We began class with a warm-up and a question from the Supercorrections. We then went over homework, and talked about the steps to solving a simple linear equation: 1) locate the variable, 2) isolate the variable by using an inverse operation, and 3) check the answer. We then worked on solving some Level 1 and Level 3 equations using this site. We decided on the best way to isolate a variable when two operations are present in an equation. We finished by working on practice problems.HW:
Monday, October 26th, 2009
We began class by discussing homework and setting goals for the new unit. We spoke about the importance of taking responsibility for our own learning- it all starts with homework! We then worked on Supercorrections, remembering that our goal is to now learn every question on the test. We finished class with notes on solving equations like these, focusing both guess and check and on the Addition Property of Equality (we used this site on Level 2 to explore that property). We know that the reason we need to learn to solve equations using properties of equality is that guess and check isn't much good when things get complicated like this: 2(x – 5) = 3x + 6.HW:
Thursday, October 22nd, 2009
Today was NWEA day.HW:
Tuesday, October 20th, 2009
We took the test. Questions 5, 6, and 7 are accessible here. Time was given to begin Supercorrections.HW:
Friday, October 16th, 2009
We began class by doing a practice multiple choice Unit 2 vocabulary quiz (be sure to look over the ones you missed) and this practice quiz (re-do it until you get 100% consistently). We then corrected the quiz and went over homework. We worked on a practice chapter assessment ([[file/view/U2 Practice Test.pdf|U2 Practice Test.pdf]] – be sure to check answers). Those who finished early worked on organizing homework and preparing for the test.HW:
Thursday, October 8th, 2009
We began class with the homework quiz. We then had some more practice time:- Use this applet to combine like terms. Continue until you get three correct.
- Do these 20 arithmetic problems. Repeat until you get 100%.
- Do these 10 inverted arithmetic problems. Repeat until you get 100%.
- Do these identify fractions problems. Ask Mr. O'Brien if you have any trouble.
- Do these simplify fractions problems. Ask Mr. O'Brien if you have any trouble.
After all that practice, we took a break and went over homework questions. We looked a spreadsheet in Numbers to see how algebraic expressions and simplification are used in real life. We ended our Unit 2 by taking notes on multiplying and dividing with algebraic expressions. We used p. 101/7, 10, 12, 15 as examples.HW:
Tuesday, October 6th, 2009
We began class with a warm-up quiz and then spent a little time on the diamond applet. We then discussed combining like terms again and practiced with this applet. This led to a discussion of coefficients of 0 and 1, the difference between y + y and y x y, use of parentheses, and the distributive property. We used this Purplemath page for our notes. We finished by going over homework and beginning the new assignment.HW:
Friday, October 2nd, 2009
We began class by reviewing some Unit 2 vocabulary by looking over some flashcards, doing a practice multiple choice quiz, and playing a matching game. We then corrected the quiz and went over homework. We did some signed number practice using this diamond applet. We took notes on adding and subtracting like terms (using p. 92/5-11 as our examples) and then ended with some time to practice with the homework.HW:
Wednesday, September 30th, 2009
We started class with the quiz, the Supercorrection Follow-up quiz, and this negative number warm-up quiz. We went over the homework, and then we looked at how we can perform mental math calculations using number properties. This led us to some notes on the Commutative, Associative, and Distributive properties (for another explanation of these properties, go here).HW:
Monday, September 28th, 2009
We began with this practice quiz reviewing addition and subtraction with negative numbers. We then discussed number types (real, rational, irrational, integer, whole, natural) by each becoming a number and getting into different groups. We followed this by going over the homework and discussing the results of the practice quiz. We then practiced a little more with this set of 10 problems- we all aimed for 100% and there was extra credit for the fastest 100%. We followed this with a pattern in subtracting numbers and looked for patterns in multiplying numbers using the activity Multiplication and Division Patterns in the yellow box on page 73 and 74. This led to our notes on multiplying and dividing real numbers- including reciprocals and division by zero.HW:
Thursday, September 24th, 2009
We began class by playing with this chip applet to help visualize adding positive and negative numbers. We then took this practice quiz. We then played with this number line applet to give a different visualization of adding positive and negative numbers. This led us into a discussion of how subtraction is the same as adding the opposite (just as division is the same thing as multiplying by the reciprocal). We did some practice with subtraction of integers. We then went over homework, discussed how to be successful with homework in math class, and ended class working on the Supercorrections.HW:
Tuesday, September 22nd, 2009
Thank you for working productively with your substitute teacher today.1. Begin class with a bit more time for Supercorrections. If you've finished your Supercorrections, help a classmate! Please spend 10 to 15 minutes.
2. Please log into your SAT practice account, click on the Practice Quizzes tab, scroll down the page, and click on the Number and Operations Practice Quiz #1. Using a piece of scrap paper (and a calculator if you'd like), answer the questions as best you can. When you finish, review the solutions for the questions that you miss.
3. After the SAT practice quiz, read Using Rules for Addition on pages 62 and 63 in your text book.
4. Try these practice problems until you can get all ten correct. Help each other out! We will discuss these rules (and why they work) next class.
5. Take this follow-up quiz. It will not affect your grade.
HW:
Friday, September 18th, 2009
Since Mr. O'Brien is away until Tuesday evening (writing a math exam in Cardiff, Wales), your substitute will guide you through the activities for today.1. Spend the first hour of class working on Supercorrections (be sure you have read the instructions). Help each other out with the corrections (indicate the students you work with in the margin), but don't forget that a Supercorrection needs more than just a correct answer- show your working, and include more than one way to solve if possible. Make sure that your paragraph reflection says more than "I made a silly mistake. I know what to do now." Be specific like "I got 13 when I subtracted 30 and 18- I should have got 12. Next time, I will check my answer by calculating the first differences with my answer to make sure they match the original question." Your paragraph reflection should be thoughtful. Use Supercorrections as your opportunity to fill in any gaps in your mathematical understanding foundation before you move on to more challenging material. If you finish your Supercorrections before an hour, help others.
2. After an hour of work, read pages 56-58 in your text to review opposites and absolute value and begin the homework for next class.
3. Answer the NCTM survey that your substitute will give to you.
HW:
Wednesday, September 16th, 2009
Today we took the test. Mr. O'Brien collected the homework packets for the unit before anyone took the test. We also ensured that everyone could sign into the SAT practice site and we checked book numbers. Those who finished early practiced their puzzle solving skills with leaping frogs and looked for patterns in the puzzle (if you find the pattern, email it Mr. O'Brien for extra credit!). When everyone finished, we learned about Supercorrections.HW:
Monday, September 14th, 2009
Today was our revision day before the test next class. We began class by doing this (non-graded) warm-up quiz to see where we have areas of weakness from the unit. This led to a discussion of multiplying 12 x 8 by thinking of it as 10 x 8 and 8 x 2, solving for y given a value of x, and graphing an equation by plotting points and connecting the points to make a line. We corrected the quiz in class and linked each question back to a homework problem from p. 8. We spent some time correcting the homework due today and discussing the triumvirate- graphs, tables, equations. We all signed up for SAT practice accounts, and we ended class by revising for the test next class by correcting old homework and working on the revision assignment.HW:
Thursday, September 10th, 2009
1. Begin class with the quiz which your substitute will hand out to you. When you finish, hand it in to the substitute.2. Complete this one question survey and then practice coordinate graphing with either Billy Bug or the Alien Search or both (you will need to turn your sound down if others are still taking the quiz.
3. Responsibility check. The substitute will check to see that you have something written for each of the homework problems due for today (even if it is just the problem). The problems are:
S/he will also check that you have your textbook covered (if not, there are covers by the window). Thank you for filling out the student information survey, but these students still need to do so (by this evening): Anthony, Aaron, Alexander, Courtney, Avery, Lillian, Gabe, Cody.
4. Please use this time to discuss and correct the homework questions. Work in groups, and help each other out. Feel free to use the white board. If there is any problem that you are not able to work through together as a class, please ask the substitute to let me know, and we will discuss it as a class when I return.
5. Go to this website and read all three pages. Please write definitions for the following vocabulary words in your notebook: coordinate plane, origin, axes, quadrants.
6. Please do this assessment of the day's learning.
7. Work on the homework.
HW:
Tuesday, September 8th, 2009
We began class with a multiplication review quiz for extra credit. We then learned how to add the class calendar of homework and events into iCal for access offline. We had a responsibility check- text, Macbook, notebook, homework. We discussed the homework and went over questions. We then thought about this problem (unfortunately, there wasn't quite enough time) which led us to a discussion of order of operations and why they are important- it doesn't matter whether we use our Macbook, Excel, or Google, they all evaluate 12 + 4 ÷ 8 x 3 the same way! We visited this webpage and worked through the pre-test and then took a look at the tutorial. We discussed the fine point that PEMDAS could really be PEDMAS, PEMDSA, etc. and took a brief look at an algebraic expression like 3 + 5p and looked at how to show the steps for a harder problem like 2 x 3² – 14 ÷ 7. We ended class with this assessment of the day's learning (doesn't affect your grade!).HW:
Thursday, September 3rd, 2009
We began class by checking homework and having our course methodology "quiz". During the "quiz", we discussed what Algebra 1 is all about, expectations for class, the importance of homework, how to get help, and more. We then began examining some sequences of numbers to find patterns. We explored first and second differences and saw how they could help us make predictions for number sequences. We finished with a look at the textbook and talked about how to format homework assignments.HW:
Tuesday, September 1st, 2009
We thought about the following...For each of the following problems, first estimate an answer and then try to calculate an answer using your mathematical skills.
- When was one million seconds ago? How about one billion seconds ago? For more on this problem, click here.
- If a piece of paper could be folded in half fifty times, how high would the stack of paper be? For more on this problem, click here. Have you heard that it is impossible to fold a piece of paper more than eight times? If so, click here .
If you're interested in how we name large numbers, click here. For a visualization of a trillion dollars, click here.We explored both problems using technology and learned how the second can earn you a very nice month's allowance. Mr. O'Brien shared his background ([[file/view/Mr. O'Brien's Travels.kmz|Mr. O'Brien's Travels.kmz]]), and we finished with some quiet reading of the course methodology.
HW: